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13, No. 3 (Jun., 2004), pp. 89-94 Published by: Sage Publications, Inc. on behalf of Association for Psychological Science Stable URL: http://www.jstor.org/stable/20182920 . Accessed: 12/03/2012 13:48
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CURRENT DIRECTIONS
IN PSYCHOLOGICAL
SCIENCE
Infants'
Ren?e Baillargeon of Illinois University
Physical
World
ABSTRACT?Investigations past young ond, 20 years infants these have possess revealed
of
world First,
infants
one behind disappear screen. The infants detected that the mouse that it could another
screen
and
expectations of life,
year
one
and
reappear
behind (Aguiar
pearing
2.5-month-old a container;
ex then
account
infants9 from
the experimenter
the container
to reveal
infants
the object standing to this event responded that the object that it could & Bail
cognition;
the closed
the container
(Hespos
Over
the past 20 years, my collaborators and I have been studying how to predict infants use their developing and in physical knowledge on infants' the outcomes of events. This article focuses terpret
resting hidden
are about three event categories: occlusion events, which knowledge or moves a nearer object, events an object in which is placed behind or occluder; are events an object containment in which events, which is placed a which 2002). inside rigid a container; cover and are events in events, which covering over an object & Wang, (Baillargeon bodies of developmental findings. new find Next, I to of
saw a toy infants aged 2.5 to 3 months of a platform; the middle of the platform taller than the duck. An experimenter slightly slid the cover moved slid infants behind the left half of the lowered and finally in this to exist it
screen,
is lowered
that
I first
summarize
two relevant
outline make
between these ings, and then point out discrepancies a new account of infants' physical reasoning sense that of these discrepancies. from here
lifted
it to move with the cover when expected to a new location (Wang, Baillargeon,
do 2.5-month-old in press;
infants Spelke,
detect Breinlinger,
these
and
other
Baillargeon,
Macomber,
the violation-of-expectation see an expected event, which in the experiment, With and an
event detect
appropriate at the unexpected indicates that they possess the expectation in the unexpected the violation event, and look reliably longer increased attention.
expectation.
& Rosser, and 1992; Wilcox, Nadel, occlusion, containment, 1996) It does not seem violations? that very young infants likely covering to observe would have repeated all of these (or similar) opportunities events and to learn to associate each event with its outcome. it Rather, seems more as that from an early likely, (1994), suggested by Spelke events in accord with general principles age infants interpret physical o? continuity in time and space) (objects exist continuously to each exist continuously, the two cannot (for two objects same question time in the same these space). Later in this are likely review, to be and solidity exist at the to the
with
I return innate
of whether
PRIOR FINDINGS
Beginnings Infants as young detect some Developments as 2.5 months of age (the youngest containment, to date) can events and covering tested 2.5-month-old Although about ment by 2.5 months occlusion, must still
principles
or learned.
of age
infants and
already
violations
in occlusion,
(see Fig.
in one occlusion
experiment,
in these First,
research
revealed Address ment, e-mail: to Ren?e correspondence Baillargeon, Psychology of Illinois, 603 E. Daniel, University Champaign, rbaillar@s.psych.uiuc.edu. Depart IL 61820;
two main
category,
infants
a series of variables that enables them identify more and more accurately over time. For example, of age, infants identify height as an occlusion
89
Infants'
Physical
World
an occlusion behind one violation: The toy mouse disappears of violations detected by very young infants. The top row illustrates Fig. 1. Examples row screen and reappears in the gap between them (Aguiar & Baillargeon, from behind the other screen without 1999). The middle appearing a containment illustrates violation: The checkerboard object is lowered inside the container, which is then slid forward and to the side to reveal the row illustrates a covering The cover is in the container's violation: initial position 2001b). The bottom object standing (Hespos & Baillargeon, lowered screen, over slid past slid behind the toy duck, the screen, and finally the left half lifted to reveal of the screen, lifted above the screen, moved the duck (Wang, Baillargeon, & Paterson, to the right, in press). lowered behind the right half of the
to remain partly visible when behind short occlud tall objects expect ers of age, infants & De Vos, 1991). At about 7.5 months (Baillargeon variable, transparency: They now expect an identify another occlusion a clear, to remain occluder visible when behind transparent object
(containment upside
condition)
or lower a object
down?over
the same
(covering
in the containment
The infants detected condition). further but not the covering condition;
of a
category they identify to in their responses striking lags can be observed in one For example, the two categories (see Fig. 2). saw an experimenter 4.5-month-old infants experiments, object condition) either behind (occlusion until condition) only or inside at the infants con and & a short
before
that only infants ages 12 months and older detected et al., in press). In yet in the covering condition (Wang next infants saw an object 7.5-month-old standing experiments, or container occluder (con transparent condition) (occlusion revealed condition). and then an Next, a large screen hid the occluder and or con lowered was The it
tall
container
the knob
lifted the object experimenter or inside the container. Finally, transparent occluder but not older
the container. The the object remained visible above in the occlusion the violation but not the containment further results indicated that only infants in the containment ages 7.5 months
condition; tion
detected
the violation
condition
(Hespos
detected 2004).
condition
90 Volume 13?Number
Ren?e
Baillargeon
Height
4.5 months
inOcclusion
and Containment
Events
Height 9 months
inContainment
and Covering
Events
Transparency
7.5 months
inOcclusion
and Containment
Events
in different of lags in infants' reasoning about the same variable Fig. 2. Examples event categories. the lag in infants9 identification of the The top two rows illustrate as opposed to occlusion events. Although in containment variable 4.5 height in the occlusion month-old infants detect the violation event, it is not until infants event in the containment the violation 7.5 months old that they detect two rows illustrate the lag in infants' 2001a). The middle (Hespos & Baillargeon, to containment events: in covering as opposed of the height variable identification in the containment 9-month-old infants detect the violation event, it is not Although in the covering until infants are about 12 months old that they detect the violation two rows illustrate in press). The bottom & Paterson, (Wang, Baillargeon, as in containment variable of the transparency the lag in infants' identification events: Although in to occlusion 7.5-month-old infants detect the violation opposed old that they detect the occlusion event, it is not until infants are about 10 months event the violation in the containment event (Luo & Baillargeon, 2004). are about
Volume 13?Number
91
Infants'
Physical
World
results
indicate
that or
infants covering
variables learn
from
of the
information,
but only
the
information, to infants'
included general
separately at in the
representation
becomes of life,
subject infants'
each
Thus,
the height variable is identified but only at about 7.5 months events, events. in covering at about 7.5 months in containment Similarly,
in the first weeks impoverished: only when being sence basic When
representing
variable only
in occlusion
watching
at about
events.
and temporal information about spatial a containment infants represent event, This lowered inside a container. information of the event, but leaves out most of
its details:
is taller and
or wider
whether
it is transparent
so on. form event category, categories they include and learn what variables about to these
as infants in each
information When
expectations pectations
to all relevant that are applied but rather events, broadly Infants do not acquire of event-specific expectations. general principles in each height or transparency: They identify these variables separately event But if infants are capable of acquiring category. only event specific expectations, how could they possess event-general principles as early as 2.5 months of age? One mechanism but soon is initially evolves toward geared into a different
about access
an event, watching the event and use this their knowledge the variables of the that
category been
identified
as relevant
knowledge specifies to the category and hence representation. height the relative of the event; general
identified about
variable and
information
in their
event-general capable of
expectations, acquiring
become violations
only event-specific expectations. I think more is that infants' general Another which possibility, likely, are innate of continuity and solidity 1994). principles (Spelke, one chooses, Whichever difficulties remain. If infants possibility interpret ciples salient some events in accord learned with or innate), general one continuity might and them saw solidity to detect prin all
would them to
tall objects
according detect
account, violations
continuity they
that older
involve infants
represent;
and much
should
of these and
principles. violations
continuity
months, that
that although as early as 2.5 for example, with increased container, increased cover.
about tions.
that involve solidity violations in their physical do not yet include they
information representa
until much
infants
younger
do not hidden
attention and
when
a short
attention
account,
infants
who
have and
not hence
yet
category,
when
events
A New A new
Account account of of physical reasoning infants' and early successes solidity account violations rests (see Fig. late to make 3) attempts con at detecting failures 2002; Wang First, when et al., in a of all
the category,
be unable
surreptitious
should
12-month-old
and This
(Baillargeon,
diction;
event, that
infants is used
watching
this experiment built on the findings that height as an occlusion at about 3.5 months variable but only as a covering variable. a tall cover in front of The infants watched
to predict
months lower
(occlusion
condition)
Watch event
Predict outcome
basic information
Categorize
Fig. 3. A Paterson, new account of physical
event ?H Access [
reasoning in infancy
knowledge
(Baillargeon, 2002; Wang, Baillargeon, &
in press).
92 Volume 13?Number
Ren?e
Baillargeon
a short tall as
to reveal an the cover was removed next, object; the cover. Both the 11- and the 12-month-olds de in the occlusion condition, but only As the 12-month I have knowledge analyses focused on
FUTURE DIRECTIONS
a small of infants' and world: events. their Similar
portion
physical
condition.
reasoning blind
covering
surreptitious 2004a).
in the height
Effects prediction If infants from could include events be the reasoning a new account variable about this concerns in an event variable them teaching category, when rep
cate of other event knowledge events such as support and collision gories, 2002). (e.g., Baillargeon, this evidence for the account of strong support Together, provides for the infants' physical here, and more generally reasoning presented con notion that both event-general and event-specific expectations events. to physical tribute to infants' responses In future reasoning research, my collaborators directions. and Infants I plan to expand our
taught
account
in several
recognize
that events
resenting violations Wang height What periment? variable based 2002). and
category,
enabling
to detect
involving
I recently
earlier than they would otherwise. to teach 9.5-month-old infants the attempted events in covering (Wang & Baillargeon, 2004b). ex in a successful be the key ingredients teaching a new infants which process identify by typically category to involve is assumed three main to be steps one of explanation Baillargeon, (e.g., is
the variable
inert and self-moving outcomes, involving objects may have different so a account should infants' about both reasoning complete explain sense of events event and object categories. as to make Furthermore, they unfold, integrate infants We infants' example, only they infants must not only so a events, represent complete individual account events but also how
should
specify
are
representations. physical to explore beginning possible system reasoning can at first include see and other
connections cognitive
in an event learning First, and infants that when fully for the and
physical infants
(e.g.,
notice
outcomes over
objects able
or have
of additional
objects,
conditions
Second,
they the
a separate limited
becomes
hidden when
it is shorter than
variables able
infants their
it is taller
for these
condition-outcome
variables,
perhaps
(e.g., height to engage in quantitative reasoning are formed with when connections spatial physical tasks responsible information. knowledge until suitable for planning Finally, in action
Sim system. problem-solving to reasoning about qualitatively or width); only after some time do about a system may these for not
prior
infants' and solidity knowledge (e.g., continuity to its full height that a tall object can extend inside cover).
absolute of their
infants
connections
In line with in our experiment this analysis, the infants received three pairs of teaching trials. Each pair consisted of a tall- and a short cover event. In each event, an experimenter rotated the cover forward to show its hollow the cover next to a tall object interior, placed (to facilitate and then lifted and lowered the cover height comparisons), over event, were the object. partly The object became fully hidden event. infants or short until next in the Different saw tall-cover covers
and executing
in understanding how we come closer to knowledge, physical that makes it possible for them to architecture progress their the world around them.
to make
about
and used
hidden
in the
short-cover
of trials. The
test events Recommended Baillargeon, Leslie, A.M. R. Reading (2002). (See References)
event) (expected over a novel tall object the violation to identify trials.
(unexpected event) it became fully hidden. event, suggesting in covering events also obtained when
in the short-cover the height results and some variable were test
specificity. E.S.
Positive
(1994). ToMM, ToBY, and agency: Core architecture and domain In L.A. Hirschfeld & S.A. Gelman (Eds.), Mapping the mind (pp. 119-148). Cambridge, England: Cambridge University Press. (1994). (See References)
the teaching separated examined experiments trials. As expected, the teaching trials were
trials.
Spelke,
of the assumptions behind no evidence infants showed of modified was so that they provided shorter and became Acknowledgments?This Institute of Child Health research and Human
was
supported
by
the National
contrastive
outcomes
Development
(Grant HD-21104).
(the object
no condition under the tall and short covers), information fully hidden on the apparatus next to the tall object (the cover was never placed to compare it difficult or no for infants their heights), floor, making explanation covers were infants (false rotated with bottoms inside the covers?revealed when shallow). to the experiment, became the The same but Baillargeon, fully
REFERENCES
R. (1999). 2.5-month-old infants' reasoning about Aguiar, A., & Baillargeon, when objects should and should not be occluded. Cognitive Psychology, 39, 116-157. R. of physical knowledge in infancy: A (2002). The acquisition in eight lessons. In U. Goswami (Ed.), Handbook of childhood development (pp. 47-83). Oxford, England: Blackwell.
tested
them all equally covers were exposed original that covers. the teaching tall
sense
object
summary cognitive
shallow
Volume 13?Number
3 93
Infants'
Physical
World
Baillargeon, R., & De Vos, J. (1991). Object permanence old infants: Further evidence. Child Development, Baillargeon, R., & Wang, Sciences, S. (2002). Event 6, 85-93. categorization
R. (in press). When the ordinary seems unexpected: Luo, Y., & Baillargeon, for rule-based physical reasoning in young infants. Cognition. Evidence Spelke, E.S. (1994). Initial knowledge: Spelke, E.S., Breinlinger, S., & Baillargeon, effects. Unpublished Wang, Six suggestions. Cognition, 50, 431-445. of
in infancy. Trends in
Bertenthal, B.I., Seaks, J.D., Sylvia, M.R., Johnson, R.L., & in visual tracking and Clifton, R.K. (2001). Using object knowledge reaching. Infancy, 2, 257-284.
knowledge. Wang,
Psychological
K. (1992). Origins
University
R. (2001a). Infants' knowledge about occlusion S.J., & Baillargeon, Hespos, and containment events: A surprising discrepancy. Psychological Science, 12, 140-147. Hespos, S.J., & Baillargeon, R. (2001b). Knowledge in very young infants. Cognition, 78, 204-245. about containment events
R. (2004b). Teaching S., & Baillargeon, infants the variable height in covering events. Unpublished of California, manuscript, University Santa Cruz. S., Baillargeon, R., & Paterson, S. (in press). Detecting continuity lations in infancy: A new account and new evidence from covering tube events. Cognition. vio and
Wang,
R. (2004). Infants' reasoning Luo, Y., & Baillargeon, events: Further evidence of d?calages. containment of Illinois, Urbana-Champaign. script, University
about
occlusion
and Wilcox,
Unpublished
manu
T., Nadel, L., & Rosser, R. (1996). Location memory in healthy preterm and fullterm infants. Infant Behavior and Development, 19, 309-323.
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